The CS115 Academic Strategies Mid-Term evaluates students' understanding of learning strategies and self-assessment tools, including the Discovery Wheel and Gardner's multiple intelligences. It assesses readiness to take responsibility and apply pragmatic philosophy in learning.
It is impossible to develop skills in more than one intelligence.
Each of us has all of the intelligences to some degree.
The nine intelligences are most helpful in the school environment.
IQ scores will tell us which students will succeed in school.
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Willing to take responsibility for everything in her life.
Unable to accept paradox.
Cautious about change.
Highly concerned with grades.
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An idea is only something to believe in.
An idea is a concept that can’t be tested.
A new idea cannot conflict with an old one.
An good idea must lead to action and results.
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Don’t accept ideas that seem silly.
Work by yourself whenever possible.
Write the ideas down after the session.
Avoid making judgments and evaluations during the session.
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Can only be done using the DOT method.
Permits all ideas to be expressed.
Will help you get promoted.
Promotes thorough thinking.
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Scientists use only information that supports their work.
Scientists generally do not need to show their proof.
Theories are tentative and subject to change.
Scientists can choose which new ideas fit their theories best.
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You use a computer rather than a notepad to take notes.
You participate as an energetic observer in class.
You take enough notes to not have to review later.
You analyze the instructor’s appearance while observing in class.
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Sitting in the back so she will not call on you and interrupt your notes.
Hoping the instructor is a good “performer” and keeps your attention.
Listening to the lecture with a plan to read your previous notes at the end of the week.
Sitting up as close to the front as possible.
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Think about the disagreement internally for the rest of class.
Plan a way to interrupt the instructor to ask a question about it.
Write down your disagreement and focus on the rest of the lecture.
Assume the instructor is wrong and ignore the rest of the material.
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They involve both kinds of brain functions.
They help you concentrate on the words.
They help you see if you are really a “left-brained thinker.”
They show you how artistic you are.
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Print everything and read it later.
Skip the notes because everything is on the computer anyway.
Concentrate only on the teacher’s email messages.
Talk about what your learning and discuss it with others.
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You can use them in place of taking notes.
You can focus more on what is being said.
They are especially helpful if the instructor speaks fast.
You can tape-record without the instructor knowing it.
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Write on both sides of the paper.
Take notes using key words.
Make editorial comments in your lecture notes.
Make up abbreviations as you go along.
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Studying for tests with co-workers.
Combining the individual skills of team members in complementary ways.
Limiting groups to ten people.
Dealing with your thoughts before attending meetings.
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Giving up your identity.
Giving up your current goals.
Keeping current circumstances in perspective.
Denying your long-term goals.
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Helps you to learn material faster.
Saves you time when studying.
Should be used just to make the best of the situation.
Works best when you cover all the material quickly.
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If you struggle with algebra, you will never learn calculus.
They are both cumulative subjects.
You can skip ahead to more difficult concepts if you study harder.
They are subjects best studied on your own.
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If you can’t explain how you got an answer, you’ve failed.
There is only one right way to do a problem or experiment.
Our mental pictures of scientists and mathematicians can be untrue.
Math calls only for logic, not imagination.
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During major review sessions.
During monthly review sessions.
During weekly review sessions.
During short daily reviews.
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Keep you focused on the purpose of a course.
Eliminate the need to study.
Remind you to celebrate mistakes.
Manage job stress
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Use filler sentences to make your answer longer.
Write on both sides of the paper.
Include part of the question in your answer.
Leave the best points for last.
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See if you will like college life.
Focus on your negative learning habits.
Provide a picture of how you see yourself as a student.
Test you on your ability to follow directions.
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They are immediate and important goals.
They lead directly to our long-term goals.
They are small, easy jobs.
They cannot be postponed.
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Making a detailed list of things to do.
Postponing decisions as long as possible.
Scheduling tasks at specific times of the day.
Focusing on the desired outcome.
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The result is measurable.
The goal itself is measurable.
We keep the value of our goal in mind.
We get the results we intended.
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Leaving them in a more generalized form.
Not questioning the assumptions you have made about their beginnings.
Examining them closely to see what they are really about.
Using them as ideas, not functions.
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Setting a timeline for completing the activity.
Making the task meaningful.
Starting on Wednesday.
Delegating tasks.
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Creative thinking.
Doing something one way all the time.
To fight off tension and discomfort.
Not saying, “I don’t know.”
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Use the “all-or-nothing” approach.
Question when a product is endorsed by a celebrity.
Try to divert attention from the relevant issue.
Recognize that most events have only one cause.
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